NOTRE DAME OF TACURONG COLLEGE

COLLEGE OF NURSING
Lapu-Lapu St., Tacurong City, Sultan Kudarat, Philippines
Telephone No.: (064) 200-3631 Fax No.: (064) 200-4131

Subject: NCM102 - Health Education Schedule: Saturday, 8:00am – 11:00am

Placement: Second Semester, BSN 1A Course Credit: 3 units lec. (54 lec. hrs)
Instructor: Aimee C. Aguado, RN, MAN

Date of Activity: March 13, 2021

Deadline of Submission: March 13, 2021
Mode of Submission: https://leap.ndtc.edu.ph/login/index.php

DETERMINANTS OF LEARNING

I. Objectives: at the end of the lesson, the students must have:

1. Differentiated the different learner characteristics and assessment of the learner
and its needs.
2. Analyzed the motivation and behavior of the learner by understanding the
learning principle and theories about motivation and behavior.
3. Critiqued and discussed the literacy and readability of the learner.

II. Course Content

A. Assessment of the Learner
The learner’s characteristics that will influence learning which an educator’s must
be aware of are:
1) Learning needs
2) The learner’s perceptual abilities
3) Motivational abilities or readiness
4) Reading abilities
5) Developmental stage
 learning style(s)
 physical abilities
Hagard (1989) states that the educator’s role in the learning process is primarily to
assess the learner in relation to the three factors that affect learning or what is
termed as Determinants of Learning.
1) Learning needs
 What the learner needs to learn
2) Readiness
 When the learner is receptive to learning
3) Learning style
 How the learner best learns.

B. Learning Needs
 Gaps in knowledge that exist between a desired level of performance and the
actual level of performance.
 It is a gap or difference to know due to lack of knowledge, attitudes, or skills.

Assessing Learning Needs (Bastable, 2003)

1) Identify the learner.
2) Choose the right setting.
3) Collect data on the learner.
4) Include the learner as a source of information.
5) Include members of the healthcare team.
6) Determine availability of educational resources.
7) Assess demands of the organization.
8) Consider time-management issues.
9) Prioritize needs.

Criteria for Prioritizing Learning Needs (Healthcare Education

Assoc, 1985)
1) Mandatory
 Needs that must be immediately met.
2) Desirable
 Promote well-being.
 Not life dependent.
3) Possible
  “nice to know.”
 Not directly related to daily activities.
Methods in Assessing Learning Needs
1) Informal conversations or interviews
2) Structured interviews
3) Written pretests
4) Observation of health behaviors over a period of different time

C. Readiness to Learn. (P E E K )
 Is the time when the patient is “willing to learn” or is receptive to information.
Question: when is the most appropriate time to teach the learner?
Answer: when the learner is ready – which is known as the “teachable
moment” – that point in time when the learner is most receptive to a
teaching situation”. (Havighurst, 1976)

When assessing readiness to learn, the health educator must.

1) Determine what needs to be taught.
2) Find out exactly when the learner is ready to learn.
3) Discover what the patient wants to learn.
4) Identify what is required.

Four (4) Types of Readiness to Learn

1) (P) Physical readiness
 Measures of ability
 Complexity of task
 Environmental effects
 Health status
 Gender
2) (E) Emotional readiness
 Anxiety level. Moderate level of anxiety contributes to
successful learning and is the best time for learning.
 Support system
 Reachable moment (nurse and patient)
 Motivation
  Risk taking behaviors.
 Frame of mind
 Developmental stage
3) (E) Experiential readiness
 Level of aspiration
 Past coping mechanism
 Cultural background
 Locus of control
4) (K) Knowledge readiness
 Cognitive ability
 Stock knowledge

D. Learning Styles
 is characteristics of the cognitive, affective, and physiological behaviors that
serves as relatively stable indicators of how learners perceive, interact with,
and respond to the learning environment.
 Represents both inherited characteristics and environmental influences.
 “As a result of our hereditary equipment, most people develop learning styles
that emphasize some learning abilities over others (Dunn, 1990).

Motivation and Behavior of the Learner

1) Motivation
 Comes from Latin word “movere” which means to move or set
into motion.
 Defines as “psychological force that moves a person to some
kind of action.”
 Willingness of the learner to embrace learning, with readiness
as evidence of motivation.
 “Motivation is significantly related to measure of compliance
with a medical regimen.”
2) Behavior Change Theories
 Used to facilitate motivation or promote compliance to a health
regimen or program.
  Helps the nurse educator to maintain desired behavior or
promote behavior changes.
 Among these are the Health Belief Model, Health Promotion
Model, Self-efficacy Theory, and Precede-Proceed Model
which are all discussed in Midterm.

E. Assessing Literacy of Clients

Literacy

 Defined as “the ability of adults to read and understand and interpret

information written at the eight-grade level or above.
 The relative ability of persons to use printed and written material
commonly encountered in daily life.
 One who is literate is “an educated person” or one who is “able to read
and write” (Webster’s Collegiate Dictionary (1999).

Health Literacy

 Refers to “how well an individual can read, interpret and comprehend

health information for maintain a high level of wellness” (Bastable, 2003)
Two (2) Test Used to Measure Patient Literacy
Note: Do not measure comprehension.
1) REALM
 Rapid Estimate of Adult Literacy in Medicine
 Requires patients to pronounce common medical and
anatomical words.
2) WRAT
 Wide Range Achievement Test
 The patient is asked to rad aloud from a list of 42 words of
increasing difficulty.
Three (3) Factors to Consider in Assessing Levels of Literacy:
1) Reading or word recognition
 Process of transforming letters into words and being able to
pronounce them correctly.
2) Readability
 The ease with which written or printed information can be
read.
3) Comprehension
 The degree to which individuals understand what they have
read.
 The ability to grasp the meaning of the message p to get the
gist of it.

Clues Manifested in Patients with Low Literacy (De Young, 2003)

1) Not even attempting to read printed material.
2) Asking to take Printed Educational Materials (PEMs) to discuss
with significant others.
3) Claiming that eyeglasses were left at home.
4) Stating they cannot read something because they are too tired or
don’t feel well.
5) Avoiding discussion or written material or not asking any question
about it
6) Mouthing words as they try to read.
Teaching Strategies for Low Literate Patients.
1) Establish a trusting relationship before beginning the teaching-
learning process.
 It is very important for the nurse to communicate her belief and
trust in the patient’s ability to undertake self-care activities that
could be effectively done by:
a) Focusing on the strengths.
b) Specifying what needs to be learned.
2) Use the smallest amount of information possible by teaching only
what the patient needs to learn.
3) Make points of information as vivid and as explicit as possible.
4) Teach one step at a time.
5) Use multiple teaching methods and tools requiring fewer literacy
skills.
6) Allows the patient to restate information in their own words and to
demonstrate any procedure that is being taught.
7) Keep motivation high.
8) Build in coordination with procedures by using the principle of:
a) Tailoring
  Coordinating the patient’s regimens into their daily
schedules rather than forcing them to adjust their
lifestyles to regimens imposing them.
b) Cuing
 Focuses on the appropriate combination of time and
situation using prompts and reminders to get a person
to perform a routine task.
9) Use repetition to reinforce information.

F. Developing Printed Educational Materials

 Whether it is a brochure, pamphlet, or instruction sheet the following
factors are considered for maintaining a low readability level and
attractiveness of the learning materials to the low literate patient.

Organizational Factor
1) Include a short but descriptive title.
2) Use brief headings and subheadings.
3) Incorporate only one idea per paragraph and be sure that the first
sentence is the topic sentence.
4) Divide complex instructions into small steps.
5) Consider using a question/answer format.
6) Address no more than three or four main points.
7) Reinforce main points with a summary at the end.

Linguistic Factor
1) Keep the reading level at grade 5 or 6 to make the material
understandable to most low literate patients.
2) Use mostly one or two syllable words and short sentences.
3) Use a personal and conversational style.
4) Define technical terms if they must be used.
5) Use words consistently throughout the text.
6) Avoid use of idioms which may mean different things to different
people.
 7) Use graphics and language that are culturally acceptable and age
relevant for the intended audience.
8) Use active rather than passive voice.
9) Incorporate examples and simple analogies to illustrate concepts.

Appearance Factor
1) Avoid a cluttered appearance by including enough white space.
2) Include simple diagrams or graphics that are well labeled.
3) Use upper- and lower-case letters. All capital letters are difficult to
understand.
4) Use 10- to 14-point type in a plain font (serif is preferred).
5) Place emphasized words in bold or underline them, but do not use
capitals because they are difficult to read.
6) Use list when appropriate.
7) Try to limit length to not more than 50 to 60 characters.

SUMMARY
Having been equipped with the necessary educational theories and principles, the
health educator is now ready to go through the planning session, hopefully, with the
client and /or the family members, if not with the group of participants in the community.

III. Interactive Links

1. https://www.youtube.com/watch?v=cGtTZ_vxjyA
IV. Research Studies/Supplemental Readings
1. https://pediatrics.aappublications.org/content/124/Supplement_3/S327
V. Evaluation

To pass the subject, you must:

1. Read all subject readings and answer the pre-assessment quizzes, activities,
expected output, and assignments.
2. Submit the expected output from the modules on time.
3. Pass the midterm and final exams.
Grading System:

Quiz/Assignments 40%
Portfolio 10%
Project 10%
 Exam 40%
100%
VI. References
Main:Castro,C.,Health Education for Nursing and Other Allied Health Professions
(With Teaching Strategies and Principles of Teaching and Learning). 2011.

Prepared by: Aimee C. Aguado, RN, MAN

Clinical Instructor

Noted by: Elmer G. Organia, RN, MAN

Dean